Music - Intermediate 3 (#5013110) 

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Course Standards

Name Description
MU.5.C.1.1: Discuss and apply listening strategies to support appreciation of musical works.
e.g., focus: structure, instrumentation, tempo, dynamics, melodic line, rhythm patterns, style/genre; organize: listening maps, active listening, checklists
MU.5.C.1.2: Hypothesize and discuss, using correct music vocabulary, the composer's intent for a specific musical work.
e.g., title, historical notes, quality recordings, instrumentation, expressive elements
MU.5.C.1.3: Identify, aurally, selected instruments of the band and orchestra.
e.g., violin, cello, string bass, flute, clarinet, oboe, bassoon, trumpet, trombone, tuba, French horn, bass drum, snare drum, xylophone, chimes, piano, harpsichord
MU.5.C.1.4: Identify, aurally, the four primary voice parts, i.e., soprano, alto, tenor, bass, of a mixed choir.
MU.5.C.2.1: Define criteria, using correct music vocabulary, to critique one's own and others performance.
e.g., intonation, balance, blend, timbre
MU.5.C.2.2: Describe changes, using correct music vocabulary, in one's own and/or others performance over time.
MU.5.C.3.1: Develop criteria to evaluate an exemplary musical work from a specific period or genre.
MU.5.F.1.1: Create a performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
MU.5.F.2.1: Describe jobs associated with various types of concert venues and performing arts centers.
e.g., music merchant, ticket agent, marketer, agent, security guard, food-and-beverage merchant
MU.5.F.2.2: Explain why live performances are important to the career of the artist and the success of performance venues.
MU.5.F.3.1: Examine and discuss the characteristics and behaviors displayed by successful student musicians that can be applied outside the music classroom.
e.g., dedicated, works toward mastery, punctual, prepared, dependable, self-disciplined, solutions-oriented
MU.5.F.3.2: Practice safe, legal, and responsible acquisition and use of music media, and describe why it is important to do so.
e.g., downloading music and other digital media, sharing personal and financial information, copying music
MU.5.H.1.1: Identify the purposes for which music is used within various cultures.
e.g., communication, celebration, ceremony
MU.5.H.1.2: Compare and describe the compositional characteristics used by two or more composers whose works are studied in class.
MU.5.H.1.3: Compare stylistic and musical features in works originating from different cultures.
e.g., use of rhythm, texture, tonality, use of folk melodies, improvisation, instrumentation, aural/oral traditions, principle drumming patterns
MU.5.H.2.1: Examine the contributions of musicians and composers for a specific historical period.
MU.5.H.2.2: Describe how technology has changed the way audiences experience music.
MU.5.H.3.1: Examine critical-thinking processes in music and describe how they can be transferred to other disciplines.
e.g., reading, writing, observing, listening, evaluating, embellishing, revising
MU.5.O.1.1: Analyze, using correct music vocabulary, the use of musical elements in various styles of music as a foundation for understanding the creative process.
e.g., rhythm patterns, melody, timbre, form, tonality, harmony, meter, key; styles: Classical, Baroque, Romantic, nationalistic, jazz
MU.5.O.2.1: Create a new melody from two or more melodic motifs.
MU.5.O.3.1: Examine and explain how expressive elements, when used in a selected musical work, affect personal response.
e.g., tempo, dynamics, timbre, texture, phrasing, articulation
MU.5.O.3.2: Perform expressive elements in a vocal or instrumental piece as indicated by the score and/or conductor.
MU.5.S.1.1: Improvise rhythmic and melodic phrases to create simple variations on familiar melodies.
MU.5.S.1.2: Compose short vocal or instrumental pieces using a variety of sound sources.
MU.5.S.1.3: Arrange a familiar song by manipulating specified aspects of music.
e.g., dynamics, tempo, lyrics, form, rhythm, instrumentation
MU.5.S.1.4: Sing or play simple melodic patterns by ear with support from the teacher.
MU.5.S.2.1: Use expressive elements and knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsals and performance.
MU.5.S.2.2: Apply performance techniques to familiar music.
MU.5.S.3.1: Sing part songs in an appropriate range, using proper vocal technique and maintaining pitch.
MU.5.S.3.2: Play melodies and accompaniments, using proper instrumental technique, on pitched and unpitched instruments.
MU.5.S.3.3: Perform simple diatonic melodies at sight.
e.g., vocal and/or instrumental
MU.5.S.3.4: Play melodies and accompaniments, by ear, using classroom instruments.
MU.5.S.3.5: Notate rhythmic phrases and simple diatonic melodies using traditional notation.
e.g., rhythmic: quarter notes, beamed eighth notes, half notes, whole notes; corresponding rests; dotted half note; sixteenth notes; syncopation
LAFS.5.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
  2. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Standard Relation to Course: Supporting

LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  4. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Standard Relation to Course: Supporting

LAFS.5.SL.1.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.5.SL.1.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
MAFS.K12.MP.5.1: Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Standard Relation to Course: Supporting


Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Standard Relation to Course: Supporting


Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Standard Relation to Course: Supporting

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
TH.5.H.1.2: Participate in a performance to explore and celebrate a variety of human experiences.

General Course Information and Notes


Fifth-grade* students in music class develop and analyze the skills necessary for the critical assessment of artistic works and creative works in other contexts. They demonstrate the proficiency of comprehensive musicianship and interpretive skills in the arts, which allows them to explore manipulation of musical structures to represent a personal and creative form of artistic communication. As students become more musically sophisticated, they establish and document reciprocal relationships among music and other disciplines of study. They learn to transfer their music knowledge and innovative skills as a means of discovering the significant contributions of music and the arts, in general, to positive social development and global economic success in the 21st Century.


All instruction related to Music benchmarks should be framed by the Big Ideas and Enduring Understandings. Non-Music benchmarks listed in this course are also required and should be fully integrated in support of arts instruction.

* Intermediate Music 1, 2, and 3 have been designed in two ways: 1) to challenge students on grade level who have previously taken classes in this content area; and 2) to challenge students whose education in this content area has been delayed until the intermediate grades. Music teachers of classes in Grades 3, 4, and 5 should select the most appropriate course level in the series based on each group's prior experience, the benchmarks, and available instruction time. Once elementary students have entered the series, they must progress to the next course in sequence.

  • 3rd grade class that may or may not have taken Music previously should be enrolled in Intermediate Music 1 and progress through the series in subsequent grades.
  • 4th graders beginning formal instruction in Music for the first time may be enrolled, as a class, in Intermediate Music 1, and must then progress to Intermediate Music 2 in the following year.
Special Note:This class may include opportunities to participate in extra rehearsals and performances beyond the school day.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:

General Information

Course Number: 5013110 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Music Education > SubSubject: General >
Abbreviated Title: MUSIC-INTERM 3
Course Attributes:
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Status: Course Approved
Grade Level(s): K,1,2,3,4,5,PreK

Educator Certifications

Music Education (Elementary Grades 1-6)
Music (Elementary and Secondary Grades K-12)
Vocal Music (Elementary and Secondary Grades K-12)

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